California GEAR UP e-Newsletter

The second GEAR UP Principals Institute was held March 30, 2009, at the Hilton Oakland Airport with 52 Principals from schools involved in the planning phase in attendance. Participants shared and explored leadership philosophies, management strategies and coaching practices that will support their efforts to develop and sustain a college-going culture at their schools.

“Perspective, Balance and Attitudes” was the theme, acknowledging the role of the principals in educational reform and systemic change. A highlight of the day featured presentations by a panel of GEAR UP principals including: Dr. Harriet MacLean - Davidson Middle School, San Rafael; James Dierke - Visitacion Valley Middle School - San Francisco; and Martin Mares - Parlier Middle School- Parlier (2008 California and National Principal of the Year and Director of the Oxford Project).  

Participant dialogue was supported by video presentations and a Resource Manual.Links to these resources are available at www.castategearup.org under Services, School-Based, Activities, Principals Institute:

• Comparing the School Self-Assessment Rubric (SSAR) to California Professional Standard for Leaders and Teachers
• The 7^th Condition (addendum to the GEAR UP SSAR)
• The Tao of Leadership 

Video presentation contact information:

• John Alston’s DVD presentation:“Life is a gift, don’t trash it” www.johalston.com (800) 200-9225
• DeWitt Jones DVD presentation:“Focus Your Vision” www.starthrower.com (800) 242-3220

GEAR UP Panel: Mr. Martin Mares, Dr. Harriet MacLean, and Mr. James Dierke with Moderator Lynn Baranco, retired UC Berkeley Administrator and GEAR UP Program Manager in back

Some of the principals who attended the Principals Institute 2009

After retiring as an elementary principal in 1994, Don Mar has continued to share his experience with educators in a variety of ways. He joined the GEAR UP team as a Regional Coordinator in 2000 and also does coaching of principals through UC Berkeley.His educational credentials include a Doctor of Philosophy degree from the University of Pittsburgh; a Master of Arts degree from San Francisco State University; and a Bachelor of Science degree from Lewis and Clark College, Portland, Oregon.

As a doctoral student at the University of Pittsburgh, he was invited to be a Fellow in the Trainer of Teacher Trainers (TTT) program. There he was trained as a "Change Agent" to modify and strengthen attitudes with the belief that strong affects will lead to deep cognitive growth. This quotation from John Gardner expresses his beliefs:

"Meaning is not something you stumble across. Meaning is something you build into your life. You build it out of your own past, out of your affections and loyalties, and out of the things you believe in for which you are willing to sacrifice something. Let it be a life that has dignity and meaning. If it does, then the particular balance of success or failure is of less account."

California GEAR UP has selected 45 middle schools to continue their efforts to develop a college-going culture with California GEAR UP. These schools participated in school-site sessions that included an orientation to GEAR UP, facilitation on school perceptions and attitudes with the school Leadership Team, and website training on available resources by Regional Coordinators. During the spring Planning Phase the schools also sent staff members to other professional development trainings: principals attended the Principals Institute in Oakland while academic counseling staff and teachers attended one of the four Counseling Institutes. Each school also established a baseline for evaluation by completing a school survey in February.

The first off-site workshops will occur in October 2009 with the Principal and Leadership Team Institute at which the Leadership Team members will begin using the School-Self Assessment Rubric (SSAR) to determine their school progress on six criteria. From this self- assessment, Leadership Team members will create a Professional Development Action Plan (PDAP) with a budget for GEAR UP. Through professional readings and dialogue focusing on school practices, Leadership Team members will gain knowledge of tested strategies that improve the academic skills of students and close the achievement gap.

GEAR UP also provides two programs that support family engagement at schools. The Parent Institute for Quality Education (PIQE), a GEAR UP partner, will contact schools to schedule a series of workshops for families, provided in the language of the parents. The Family Initiatives Project (FIP) will contact selected schools to arrange workshops or a Family University Day event, targeting English-speaking and African-American families.

The California GEAR UP staff is excited to be working with middle school staff, parents and community leaders who have already demonstrated a commitment to instituting a college-going culture at their schools. The two-year intensive program for the following 45 schools begins September 1, 2009 and continues through September 2011:

(photo caption) Winton Middle School GEAR UP team at work: (left to right) Charlene Guidry, counselor; Natalie Garecht, Language Arts teacher; Jennifer Flamenco, ELD teacher; Diana Medina, Head Counselor; Donald West, Principal; Benjamin Leon, math teacher; and Karina Gutierrez, Parent Outreach Worker

Located in Alameda County in the city of Hayward and part of Hayward Unified School District, Winton Middle School enrolls 650 students in grades 7 and 8. In 2008 the main student ethnicities were 67% Hispanic, 12% African-American, 5% Filipino, 1% American Indian or Alaskan Native, 4% Asian, 3% Pacific Islander and 5% White (not of Hispanic origin). Seventy-seven percent of the students participate in the free or reduced price lunch program.  The API scores have remained at 651 in 2008. Donald West has been principal since 2006. The GEAR UP site contact is Sharon Jackson, math/science teacher. Sandy Carpenter-Stevenson is the Regional Coordinator.

An Interview with Donald West, Principal

Winton Middle School began participation in California GEAR UP in 2006. Please describe your school community at that time.

In 2006, Winton was faced with the challenge of adjusting to the third administrator in three years. It was a program improvement year five school with relatively novice teaching staff. The biggest challenge was addressing safety issues and ridding the school of its negative reputation. There was lack of academic alignment and high levels of rigor noted within the classrooms. Winton was and remains a Title 1 school with a Latino population approaching 70% of which 45% are English Learners. Our African American population (12%) still remains the lowest performing sub group, according to our last API scores.

What are some of the changes the school staff has made and is continuing to make to promote a college-going culture, especially in this past school year, 2008-2009?

When compared to 2006, we have added an additional . 80 FTE in the counseling department that is dedicated solely to academic counseling. Our school has also put forth more effort in recruiting and retaining more experienced teachers at the school. This year we held our first career day with great success and 31 professionals from the community volunteered to talk to our students about their careers. We continue to hold our Family University and this year we had almost 200 participants. We bring up college more in conversations with our students, parents, and staff. Our school is also more dedicated in providing alignment across the curriculum. Professional development has also addressed the importance of rigor in the classroom.

In general, what is the school faculty attitude toward the GEAR UP program and the Mission Statement, “Academic Excellence and College Access for ALL Students?”

The school staff’s attitude toward the GEAR UP program has been one of support and excitement. The staff is aware of the importance of providing our students with academic excellence and college access for all students. We have seen an overwhelming percentage of staff (94-97%) participating in the monthly college going activities (i. e. College Bingo, Jersey Day, College Gear Day, College Degrees, etc. ).

GEAR UP has asked all Continuing Sustainability Project schools to show continued measurable progress of the 5 GEAR UP sustainability indicators. How is your school Leadership Team addressing these expected outcomes?

• Sustainability of the Leadership Team

We have meetings monthly as a Leadership Team to discuss activities that we need to promote school-wide that adhere to the GEAR UP philosophy. We are focusing on making sure that the composition of the team remains consistent for the next school year.

• Academic Rigor

Academic Rigor is embedded beyond the Leadership Team. All teachers are collaborating on a weekly basis and discussing best practices which can provide our students with academic rigor in the class room. There has been a site-wide focus on increasing rigor, relevance, and relationships within the classroom. Staff has been provided professional development in SIOP strategies, Bloom’s Taxonomy, Reader’s Apprenticeship, Writer’s Workshop, Algebraic Thinking and Reasoning, Standard English Language Acquisition, and Equity. In addition we conduct walk-throughs by departments and grade level.

• Academic Counseling

The counseling department is committed to meet at least once with each 7^th grader and their parent to discuss an academic plan that can lead them to college. Student possible high school placement is reviewed for compliance with A-G requirements.

• College and Financial Aid Information for students and families

There are many college information boards on campus, including the counseling office and different classrooms. Information is discussed in the Academic Planning sessions with the students and parents. Those sessions are held on an individual basis. College entrance requirements and methods of payment are discussed via facilitation of our school brochures.

• Regular Involvement of Families

Our school holds quarterly Progress Report Nights where we offer information centered on creating a college going culture in the home. We have heightened our efforts with our Family University to increase family involvement and family awareness. Additionally, we have utilized our Parent Outreach Worker to further the outreach with parents who have found it challenging to be more involved in their child’s education.

What GEAR UP trainings, tools and resources have been most helpful to your Leadership Team?

The Leadership Team has really benefited from the Institutes that were offered this year. For example, hearing other schools discuss their ideas and challenges provided more tools for us to utilize on site. The Counseling Institute proved to be invaluable in that we were provided with an overwhelming amount of resources to help meet our student’s needs. The Institutes helped the Leadership Team reestablish its vision for the school community and its purpose in promoting college awareness.

(photo caption) GEAR UP facilitator Cloteal Herron interacts with participants at Family University Day.

(photo caption) James Noble, Principal, with his Leadership Team members: Rebecca Fitzpatrick, Assistant Principal Counseling Services; Shannon Barnes, Counselor/International Baccalaureate Coordinator; and Jesus Nunez, Assistant Principal /GEAR UP Site Contact

Located in city of Carson and part of the Los Angeles Unified School District, White Middle School enrolls 1851 students in grades 6 through 8.   In 2008 the main student ethnicities were 61% Hispanic, 8% African-American, 21% Filipino, 1% American Indian or Alaskan Native, 2% Asian, 4% Pacific Islander and 3% White (not of Hispanic origin). Sixty-seven % of the students participate in the free or reduced price lunch program.    The API scores have increased from the 2006 base of 674 to 729 in 2008, meeting all subgroup growth targets.   James Noble has been principal since 2005.   The GEAR UP site contact is Jesus Nuñez, Assistant Principal.The Regional Coordinator is Robert Van Zant.

An Interview with James Noble, Principal

White Middle School began participation in California GEAR UP in 2006.   Please describe your school community at that time.

In 2006, Stephen White Middle School had 1,961 students enrolled with 1,353 students participating in the free and reduced meal program. Student population consisted of 60% Hispanic, 12% African-American, 18% Filipino, 1% American Indian or Alaskan Native, 2% Asian, 4% Pacific Islander and 4% White (not of Hispanic origin). That year our Academic Performance Index (API) was 674. The growth target for our school was six. Our major challenge was student motivation. Administrative staff, in collaboration with all stakeholders, decided that GEARUP could assist us in developing a college-going culture.

We instituted college shirt day and college jeopardy on the lawn once a month on Fridays. Under the leadership of the principal and assistant principals, Ms. Shannon Barnes and Ms. Anna Silva collaborated to create our current GEARUP and AVID programs. Students regularly attended curricular trips to various colleges and universities in an attempt to alter the neighborhood paradigm that college was only for some not for all. In addition the college elective was instituted to allow students time to explore and make contact with a college or university that would provide the best access to their chosen career pathway.

What are some of the changes the school staff has made and is continuing to make to promote a college-going culture, especially in this past school year, 2008-2009?

In 2008-2009 certain things have become institutionalized for students. The fledgling MESA elective is now an expectation of the community and staff. This elective, which teaches robotics as well as a rudimentary understanding of engineering, was engendered by those first primary efforts in 2006. College shirt day has metamorphosed into college shirt and tie day. Teachers are now naming different rows or tables in their classrooms after various universities or colleges. When we first began this program, a sixth-grade teacher said to me, "Mr. Noble, you don't know my students. . . they are not going to college. " You can imagine that this is one of the most painful phrases a lifelong educator can hear. This opinion, however, cannot destroy the fact that no other individual is capable of determining the apex of another’s potential. We determine this for ourselves. This is something that has changed at Stephen White Middle School. This is probably the most enduring contribution of our years with GEAR UP.

In general, what is the school faculty attitude toward the GEAR UP program and the Mission Statement, “Academic Excellence and College Access for ALL Students?”

The attitude of the school staff toward GEAR UP and the mission statement of “Academic Excellence and College Access for ALL Students” is reflected in our recent Saturday staff development with the International Baccalaureate Program. This staff development, in conjunction with the Schools to Watch/Principals to Watch Program, reflects the depth through which our teachers have changed. We now have teachers that believe that not only can "those" children go to college but we, as an institution, can also accelerate that process by providing exciting curricula and constant awareness of opportunities.

GEAR UP has asked all Continuing Sustainability Project schools to show continued measurable progress of the 5 GEAR UP sustainability indicators.   How is your school Leadership Team addressing these expected outcomes? 

• Sustainability of the Leadership Team

While the leadership team has changed over the years since the inception of the program at Stephen White Middle School, our goal and mission have not wavered. When a new administrator arrives at White Middle School, their first few months are spent absorbing and acclimating to the school culture which includes learning about the many innovative programs that GEAR UP has facilitated on this campus. The leadership team considers the impact of each decision on our current instructional emphasis. This is a perfect segue to our next topic.

• Academic Rigor

Academic Rigor is the cornerstone of achievement. It is our belief that Academic Rigor is found in the intersection between the Cognitive Domains and the Knowledge Dimensions featured in Bloom's Revised Taxonomy. While this work had begun prior to the implementation of GEAR UP, it was the program that changed the teacher paradigm to the point where they were ready to accept that cognition was not innate but rather a function of effort. Teachers began to reflect this paradigm shift and include activities that were dramatically different in both the relevance and pedagogy.

• Academic Counseling

While counseling staffs of all sorts have worked with students on solidifying potential future academic goals, our staff sought and retained two additional innovative counselors. The addition of those counseling individuals allowed the staff to no longer be relegated to simply the programming function. These counselors actually talk to children about the academic achievement and personal challenges they face in their lives.  

• College and Financial Aid Information for students and families

Over the years with increasing intensity, students and families have received more and more college and financial aid information. During the conferencing night, counselors engage in a college fair presentation where they talk about financial aid and college going opportunities.  

In addition the administrative staff, in conjunction with the high school, instituted College Night. This is an opportunity for middle school students to find out what is required to attend a college or university of their choice.

• Regular Involvement of Families

The Family University Day, provided through GEAR UP’s Family Initiatives Project, and Parent Institute for Quality Education sessions are two of the venues in which we have involved families on a regular basis. Once those families become accustomed to arriving at school with the expectation they are there to do what needs to be done to get the children to college, the process of delivering a quality educational product becomes somewhat simpler. The regular involvement of families is part and parcel of the GEAR UP program.

What GEAR UP trainings, tools and resources have been most helpful to your Leadership Team?

While all trainings have provided significant benefit, the initial training, the School Self-

Assessment Rubric (SSAR) and the facilitation pieces are credited with giving my staff the greater opportunity to realize student academic potential is unlimited. The opportunity to collaborate with staff away from the constant demand of school minutia has also made a significant impact on the affected staff members. I want everyone to know that while the enumerated items above provide a framework for evaluating our efforts in the GEAR UP program, it is my teachers and other staff that set Stephen M. White Middle School apart. Those teachers and staff are giants among educators. I am proud to serve with them.

California GEAR UP has been deliberate and instrumental in focusing attention on early intervention, middle grades reform, and strategic resources for the adult middle grades community. Moreover, the current state of education in California has appropriately focused on closing the achievement gap, providing many opportunities to share the lessons learned in our work with low performing schools throughout the State.  GEAR UP information and resources for students, teachers, principals, counselors and families have all been developed in collaboration with program partners. These practical tools enjoy wide distribution and applicability for K-12 and higher education institutions and community organizations.

While functioning at the programmatic level, the California GEAR UP program recognizes the impact of the policies that are enacted at different levels on the potential for achieving its goals. As a consequence, the lessons that have been learned through this program are being communicated to inform the decisions of policy-makers at both the state and federal levels, especially within the California Education Round Table Intersegmental Coordinating Committee. The Program Director is a member of the Superintendent’s P-16 Council and the ACT Advisory Council, Chair of the California Middle Grades Alliance and at the federal level, a board member of the National Forum to Accelerate Middle Grades Reform and the National Council for Community and Education Partnerships Advisory Commission.  

For information about these organizations visit www.castategearup.org  or the program websites